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All Journal Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Jurnal Bioedukatika
Rini Rita T Marpaung
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Agriculture, Biological Sciences & Forestry Education

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PENGARUH MEDIA AUDIO-VISUAL MELALUI MODEL PBM TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA Raisa Ramadhani; Darlen Sikumbang; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 3 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This study was an experimental study with a pretest posttest non-equivalent groups design. The research samples were students in the class X6 and X5 which selected by cluster random sampling technique. The research data were quantitative and qualitative. The quantitative data obtained from pretest, posttest and N-Gain, then there were statically analyzed by t-test. The qualitative data were learning activities of student and the questionares of student’s response in using media audio-visual by implementing PBM model that were analyzed descriptively. The result of research showed that using media audio-visual by implementing PBM model can not increase student learning as significant with an average value of N-Gain was 0,41. Learning activities included problem solving (87,5%) andmake an idea (80,5%) were increase, most student (93,5%) gave positif response to using media audio-visual by means of PBM model. Penelitian ini merupakan studi eksperimen dengan desain pretes postes kelompok non ekuivalen. Sampel penelitian adalah siswa kelas X6 and X5yang dipilih dengan teknik Cluster random sampling.Data penelitian ini berupa data kuantitatif dan kualitatif.Data kuantitatif diperoleh dari nilai pretes, postes dan N-gain, kemudian dianalisis secara statistik menggunakan uji-t.Data kualitatif berupa data aktivitas belajar siswa dan angket tanggapan siswa terhadap penerapan media audio visual melalui model PBM yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penggunaan media audio-visual melalui model PBM pada kelas eksperimen tidak dapat meningkatkan hasil belajar siswa secara signifikan  dengan rata-rata nilai N-Gain 0,41. Aktivitas belajar siswa mencangkup bekerja sama dalam memecahkan masalah (87,5%) dan menuliskan pendapat/ide (80,5%) meningkat, sebagian besar siswa (93,5%) memberikan tanggapan positif terhadap penggunaan media audio visual melalui model PBM.Kata kunci:aktivitas belajar siswa, hasil belajar siswa, media audio-visual, model pembelajaran berbasis masalah
The study was conducted to obtain the effect of using flash card during learning with jigsaw cooperative model on student` activity and their achievement Aditya Prayoga; Darlen Sikumbang; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 1 (2013): bioterdidik
Publisher : Universitas Lampung

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The study was conducted  to obtain the effect of using flash card during   learning with jigsaw cooperative model  on student` activity and their achievement. This study used  pretest-postest not equivalent designed on sample which was selected  using cluster random sampling sample technique. The data of student` concept mastery were obtained from  test (pretest and posttest), observation sheet (students learning activities) and student`s  respons questionnairet about this study. The student`s concept mastery was categorized according to Bloom Taxonomy namely  Data was analyzed using  t-test on the SPSS17 program.The  N-gain  score obtained showed that  the experimental class was better than  the control ones.  The study indicated that the flash card usage affecting student`s concept mastery espescially on comprehensiveness (C2) aspect, but not analysis skill (C4) aspect.  The average  student learning activity of experiment class was 75,12 %  which was high category. Based on the stud it can be concluded that the used of  flash card in Jigsaw  cooperative learning model  significantly enhanced  student`s  learning activities and their concept  mastery. Keywords: Flash card, Jigsaw, student learning activity, material mastery, matter material of Virus.
PENGGUNAAN MEDIA REALIA TERHADAP KETERAMPILAN PROSES SAINS DAN PENGUASAAN KONSEP OLEH SISWA Sefty Goestira; Arwin Achmad; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 7 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This research aimed to know the effect of  using realia media towards student’s science process skill (SPS) and student’s concept mastery. Samples were VIID and VIIF  chosen by purposive sampling. This research design was pretest-postest non equivalent group. The quantitative data was obtained from the average  value of test that were analyzed using U-test. The qualitative data are student’s SPS data and quostionnaire responses that were analyzed descriptively. The result showed that the realia teaching material can improve student’s concept mastery was proof with N-gain average 65,13. The average of student’s SPS result in experiment class was good criteria. For observation (89,78%), classification (79,57%),  interpretation (75,27%), communication (76,88%), and conclusion (73,66%). Beside that, most student (96,8%) gave positive response towards realia teaching material. Thus, using realia teaching material can improve SPS and was  significant to improve student’s concept mastery.Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media realia terhadap keterampilan proses sains (KPS) dan penguasaan konsep oleh siswa. Sampel penelitian adalah siswa kelas VIID dan VIIF yang dipilih secara purposive sampling. Desain penelitian ini adalah pretes postes kelompok tak ekuivalen. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-U. Data kualitatif berupa data KPS dan angket tanggapan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penggunaan media realia dapat meningkatkan penguasaan konsep siswa dengan rata-rata N-gain 65,13. Hasil KPS siswa pada kelas eksperimen rata-rata berkriteria baik. Pada aspek observasi (89,78%), klasifikasi (79,57%),  interpretasi (75,27%), komunikasi (76,88%), dan kesimpulan (73,66%).  Di samping itu, sebagian besar siswa (96,8%) memberikan tanggapan positif terhadap penggunaan media realia. Dengan demikian, pembelajaran menggunakan media realia berpengaruh dalam meningkatkan keterampilan proses sains dan signifikan terhadap penguasaan konsep oleh siswa.Kata kunci: keterampilan proses sains, media realia, penguasaan konsep
PENGGUNAAN MODEL TGT DENGAN MEDIA ULAR TANGGA TERHADAP PENINGKATAN HASIL BELAJAR Febri Febri; Arwin Achmad; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 2 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This experiment aimed to know the effect of Teams Games Tournament (TGT) model with snakes and ladders media based on students biology learning result for the subject matter of organization of life. The design of this research was pretest-posttest non equivalent. This research was done at VII SMP Negeri 1 Way Krui, students of VII.A and VII.B were samples which were taken by purposive sampling technique. This research used qualitative and quantitative data. The quantitative data was obtained from the average value of pretest, posttest, and N-gain were analyzed by t-test and u-test. The qualitative data was the observation sheet of learning activities and responses that analyzed descriptively. The results showed that TGT model with snakes and ladders can improve students biology learning result. It was shown by the experimental class average value of learning result 66,14 was higher then control class learning result 59,77.Penelitian ini bertujuan untuk mengetahui pengaruh model Teams Games Tournament (TGT) dengan media ular tangga terhadap hasil belajar biologi siswa dalam materi pokok organisasi kehidupan. Desain penelitian ini adalah pretes-postes tak ekuivalen. Penelitian ini dilakukan di SMP Negeri 1 Way Krui, siswa kelas VII.A dan VII.B sebagai sampel dipilih dengan teknik purposive sampling. Data penelitian berupa data kuantitatif dan kualitatif. Data kuantitatif diperoleh dari rata-rata nilai pretes, postes, dan N-gain yang dianalisis dengan uji-t dan uji-u. Data kualitatif berupa data aktivitas belajar siswa dan tanggapan yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa model TGT dengan media ular tangga dapat meningkatkan hasil belajar biologi siswa. Hal ini ditunjukkan dengan rata-rata hasil belajar kelas eksperimen 66,14 lebih tinggi dibandingkan kelas kontrol 59,77.Kata kunci : hasil belajar, media ular tangga, model TGT, organisasi kehidupan
PENGARUH MODEL INKUIRI TERBIMBING TERHADAP HASIL BELAJAR DAN KETERAMPILAN GENERIK SAINS SISWA Mei Triani; Berti Yolida; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 9 (2015): Jurnal Bioterdidik
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The purpose of this research was to find out the influence of guided inquiry model to learning outcomes and students generic science skill on ecosystem subject matter. The samples were students of X3 and X7 SMAN 1 Seputih Banyak by Purposive Sampling technique. Design of this research was control group non equivalent. The learning outcomes data and generic skill were analyzed using t-test and U-test. The qualitative data consist of generic skill observation and student responses that were analyzed descriptively. Generic science skill average of experiment (67,83) class was higher than control class (47,89). The increasing of generic science skill in indicator of observation, formed the concept and simbolic language was followed by learning outcomes with N-gain average of experiment class was 66,70 and control class was 45,55. Based on this research ,it can be concluded that guided inquiry model gave significant influence to the improvment of learning outcomes and students generic science skill of ecosystem subject matter.Tujuan penelitian ini adalah untuk mengetahui pengaruh model inkuiri terbimbing terhadap hasil belajar dan keterampilan generik sains (KGS) siswa materi pokok Ekosistem. Sampel adalah kelas X3 dan X7 di SMAN 1 Seputih Banyak dengan teknik Purposive sampling. Desain penelitian ini kelompok kontrol non-ekuivalen. Data hasil belajar dan KGS siswa dianalisis menggunakan uji-t dan uji U. Data kualitatif berupa data hasil observasi KGS dan tanggapan siswa yang dianalisis secara deskriptif. Rata-rata KGS siswa kelas eksperimen (67,83) lebih tinggi dari kelas kontrol (47,89). Meningkatnya KGS pada indikator pengamatan langsung, membangun konsep dan bahasa simbolik diikuti dengan meningkatnya hasil belajar dengan rata-rata N-gain kelas eksperimen 66,70 dan kelas kontrol 45,55. Berdasarkan hasil penelitian dapat disimpulkan bahwa model inkuiri terbimbing berpengaruh signifikan terhadap peningkatan hasil belajar dan KGS siswa materi Ekosistem.Kata kunci: ekosistem, hasil belajar , inkuiri terbimbing, keterampilan generik sains
PENGARUH MODEL KOOPERATIF TIPE STAD TERHADAP AKTIVITAS DAN PENGUASAAN MATERI SISWA Sasmita Erzana; Tri Jalmo; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 4 (2013): bioterdidik
Publisher : Universitas Lampung

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The observation at X class SMA N 3 Kotabumi, known that mastery of material by students are still low. An alternative models to solve that is STAD. The objectives of this research were to know the influence of STAD model in improving student learning activities and mastery of material. The research is a quasi experiment with design pretest-posttest nonequivalent. The sample was students at X7 and X6  which chosen with purposive sampling. The quantitative data was gattered from value pretest, posttest, and N-gain score which was analyzed statistic using t-test. The qualitative data in form of description activities and questionnaire of students response of using STAD models. The result of student learning activities are in average good criteria. In the aspect worth asking (86.3%), answer questions (76.9%) and expression (87.7%). Mastery of the material has increased, with N-gain average (0,73). Questionnaire showed that all group leaders felt aid group members in discussions and members find it easier to understand the material and with the help of leaders in discussions. Thus, that the application of the model STAD effect on the activities and significant effect mastery of the material. Keywords: biodiversity, learning activities, mastery of the material, and STAD model.
Pengaruh Pembelajaran IPA Menggunakan Media Puzzle Terhadap Berpikir Kritis Peserta Didik Tika Wulandari; Rini Rita T Marpaung; Darlen Sikumbang
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 8, No 3 (2020): Jurnal Bioterdidik
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This research aims to determine the effect of puzzle media on students critical thinking. The study population was all grade VII students at SMP Muhammadiyah 3 Bandar Lampung totaling 192 people. The research sample was students from 2 classes, namely class VII A and VII B who were selected from the population by using purposive sampling technique. The research instrument used a pretest-posttest sheet. The design used is the nonequivalent control group design. The data analysis used t-test at a significance level of 5% which shows the results of the sig value. (2-tailed) 0.00 0.05, which means that the average n-Gain learning outcomes of students' critical thinking skills between the experimental class and the control class differed significantly. This is due to the using puzzle media, because students are trained to think critically through using puzzle media during the learning process. Thus, it is known that using puzzle media can affect the critical thinking skills of students.Penelitian ini bertujuan untuk menentukan pengaruh media puzzle terhadap berpikir kritis peserta didik. Populasi penelitian adalah seluruh peserta didik kelas VII di SMP Muhammadiyah 3 Bandar Lampung berjumlah 192 orang. Sampel penelitian adalah peserta didik dari 2 kelas yaitu kelas VII A dan VII B yang dipilih dari populasi dengan teknik purposive sampling. Instrumen penelitian menggunakan lembar pretes-postes. Desain yang digunakan yaitu nonequivalent control group design. Analisis data yang digunakan Uji t- test pada taraf signifikansi 5% yang menunjukkan hasil nilai sig. (2-tailed) 0,00 0,05 yang berarti n-Gain rata-rata hasil belajar kemampuan berpikir kritis peserta didik antara kelas eksperimen dan kelas kontrol berbeda signifikan. Hal tersebut disebabkan oleh penggunaan media puzzle, karena peserta didik dilatih untuk berpikir kritis melalui media puzzle saat proses pembelajaran berlangsung. Dengan demikian, diketahui bahwa menggunakan media puzzle dapat berpengaruh terhadap kemampuan berpikir kritis peserta didik. Kata kunci: berpikir kritis, media puzzle, sains
PERBANDINGAN MODEL CPS DENGAN MEA TERHADAP SIKAP DAN HASIL BELAJAR SISWA Eli Komariah; Tri Jalmo; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 1 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This study aimed to compare the use of Creative Problem Solving models with Means Ends Analysis in improving the scientific attitude and cognitive learning outcomes of students. The study design was a pretest posttest group design were non equivalent. The Samples were students of class XI IPA1and XI IPA2selected by purposive sampling. Qualitative data is a percentage of the scientific attitude of students that analyzed descriptively. Quantitative data were obtained from the average value of pretest, posttest, and N-gain statistically analyzed using t-test and U test. The results showed that the CPS and MEA models can improved the scientific attitude of students with average scientific attitude that had good criteria, the CPS class was 84.90%, and the MEA class was 82.38%. There were significant differences learning outcomes of student in CPS class and MEA class, MEA class (53.00) was higher than CPS class (46.26).Penelitian ini bertujuan untuk mengetahui perbandingan penggunaan model CPS dengan MEA dalam meningkatkan sikap ilmiah dan hasil belajar ranah kognitif siswa. Desain penelitian adalah desain pretes postes kelompok tak ekuivalen. Sampel penelitian adalah siswa kelas XI IPA1dan XI IPA2 yang dipilih secara purposive sampling. Data kualitatif berupa persentase sikap ilmiah siswa yang dianalisis secara deskriptif. Data kuantitatif diperoleh dari rata-rata nilai pretes, postes, dan N-gain yang dianalisis secara statistik menggunakan uji-t dan uji U. Hasil menunjukan bahwa model CPS dan MEA dapat meningkatkan sikap ilmiah siswa dengan rata-rata sikap ilmiah sama-sama memiliki kriteria baik, pada kelas CPS adalah 84,90%, dan pada kelas MEA adalah 82,38%. Terdapat perbedaan yang signifikan hasil belajar siswa pada kelas CPS dan kelas MEA, kelas MEA (53,00) lebih tinggi dibandingkan pada kelas CPS (46,26).Kata kunci : hasil belajar, model CPS, model MEA, sikap ilmiah, sistem imunitas
The Influenced of Laboratory Equipment Utilization towards Students Learning Activities and Concept Mastery on Structure and Function of Plants Tissues Subject Matter Ajeng Pratiwi; Darlen Sikumbang; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 1 (2013): bioterdidik
Publisher : Universitas Lampung

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Based on observation and interview with biology teacher in SMP N 4 Gedongtataan, students learning activities and concept mastery were not optimally developed yet. An alternative that can be used to improve learning activities and concept mastery is using laboratory equipment. This study aims to understand the influence of laboratory equipment utilization towards student activities and concept mastery. This study is quasi experiment using pretest posttest group non equivalent design. Sample in this experiment are students from VIII C and VIII D which obtained from population by cluster random sampling method. Quantitative data obtained from average of pretest and posttest scores which statistically analyzed with U-test using SPSS version 17 in 95% confidence levels. Qualitative data are student’s concept mastery, learning activities and students responses about laboratory equipment utilization which descriptively analyzed. Result of this study shown that the average of students concept mastery in experimental class are higher than control (experiment= 65.81; control = 29.1). The average of student learning activities percentage in all observed aspects in experimental class shown higher enhancement than control (experiment = 79.9; control = 72.21) most of the students also gives positive responses to laboratory equipment utilization.  Key words: structure and function of plants tissues, laboratory equipment media    
PROFIL GURU DALAM PELAKSANAAN PEMBELAJARAN IPA BERDASARKAN KURIKULUM 2013 Junaidi Junaidi; Arwin Achmad; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 4, No 2 (2016): Jurnal Bioterdidik
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This study was aimed to describe the teachers profile in the implementation of science learning based on curriculum 2013 of Junior High School in Bandar Lampung. There were 6 teachers samples taken from purposive sampling. Qualitative data, consist of descriptions of implementation process of learning by the teachers. The observations sheets of the learning implementation were analyzed descriptively by comparing standard processes and scientific approach. The results showed that the implementation of science teaching by teachers at class VIII SMP in Bandar Lampung was in accordance with the standards process with average score of 52,13% in medium category. However it was not appropriate with the scientific approach with average score of 42% with low category. It can be concluded that the implementation of science learning was appropriate with the standards of the curriculum of 2013, however it was not appropriate with the scientific approach to the curriculum of 2013.Penelitian ini bertujuan untuk mendeskripsikan profil guru dalam pelaksanaan pembelajaran IPA berdasarkan kurikulum 2013 di SMP Negeri di Bandar Lampung. Metode sampling yang digunakan secara purposive sampling sehingga diperoleh 6 guru. Data kualitatif, berupa proses pelaksanaan pembelajaran yang diperoleh dari lembar instrumen pelaksanaan pembelajaran yang dianalisis secara deskriptif dengan membandingkan standar proses dengan pendekatan saintifik. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran IPA oleh guru kelas VIII SMP Negeri di Bandar Lampung telah sesuai dengan standar proses dengan skor rata-rata 52,13% berkategori sedang. Namun, masih kurang sesuai dengan pendekatan saintifik dengan skor rata-rata 42% dengan kategori rendah. Dapat disimpulkan bahwa pelaksanaan pembelajaran IPA sudah sesuai dengan standar proses kurikulum 2013, namun belum sesuai dengan pendekatan saintifik kurikulum 2013.Kata kunci: kurikulum 2013, pembelajaran IPA, pendekatan saintifik, standar proses
Co-Authors A Halim Aditya Prayoga Ajeng Pratiwi Andriana Khisbul Fanani Antun Sutarya Arfiyana Destaria Tarmizi Arwin Achmad Arwin Surbakti Aryani Dwi Kesumawardani Ayu Amalia Berti Yolida Cicilia Rina Fitriani Cinde Futriyah Darlen Sikumbang Desmalina Sagita Destra Mutia Destya Norrahmah Dian Hermawan Dira Tiara Dwi Agusliani Dwi Nur Indah Sari Eka Rahmawati Eli Komariah Eli Suryani ENJELINA - HUTASOIT Enjelina Enjelina Erlis Miarti Ervin Hidayat Eva Febriyanti R Fajar Lestari Fatmala Ajeng Pekerti Febri Febri Fitri Wulandari Fauzi Hotmauli Situmorang I Gede Suliwan I Putu Yudiarta Iska Widia Renny Jaka Wijaya Janggan Asmoro Adhi Putranto Juariah Fitri Junaidi Junaidi Kinasih Cahyono laila kurniawati M.Robidinsyah M.Robidinsyah Made Puja Satyawan Maulina, Dina Mei Triani Melda Yanti Mila Vanalita Nadia Anandina Arta Nani Nani Nindy Profithasari Novi Yolanda Novy Kusuma Wardani Nurlida Tri Apria Putri nurvita sari samwar Padilah Fitriana Sari Pebriani Pebriani Pramudiyanti Pramudiyanti Puji Yanti R. Sapto Hendri Boedi Soesatyo Rahman Azizi Raisa Ramadhani Rapenda Esantino Renita Prahastiani Reza Tihardila Ria Mustika Rika Permatasari Rini Hardiyanti Afifah Rizki Sevtyn Pratiwi Rochmah Agustrina Rohmaniar Jamaluddin Sasmita Erzana Sefty Goestira Septa Trismanita Septina Usman Singgih Primantoro Santoso Siska Meitasari SITI FATIMAH Sri Andriyani Dewi Larasati Taufik Ardiyanto Tika Wulandari Tri Jalmo Via Aini Vidya Artha Savitrie Wartini Okta Rina Wasilatul - Hikmah Whiendy Mutiara Astari Wulan Aprilia Utami Yeni Erikania